The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account institutional experiences associated with social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2. The study sample consisted of youth who were currently enrolled in vocational schools, two-year community colleges, and four-year universities six years after high school exit. Logistic regression was used to examine the relationships between pre-entry variables and PSE completion. To test the hypothesis of mediation, the causal step approach (Baron & Kenny, 1986) was used. Findings indicated that self-advocacy, participation in work-study or paid employment, participation in extra-curricular activities, and development of vocational skills as a primary transition goal significantly predicted PSE completion. Students who participated in work-study or paid employment reported higher levels of PSE completion. Students who provided input in IEP meetings were less likely to report completing PSE compared to peers who took leadership roles in IEP meetings. Both participating in extra-curricular activities and developing vocational skills as a primary transition goal were negatively associated with PSE completion. The mediation analysis revealed that it is unlikely that institutional experiences examined in this study mediate the relationships between pre-entry variables and PSE completion. Findings further showed that many of the factors considered in the student integration model (Tinto, 1975, 1987, 1993) are positively related to PSE completion for students with disabilities.

The primary purpose of this study was to determine the importance of postsecondary education in the future plans of 16-21 year old youth from the United States. A secondary purpose of the study was to determine if selected individuals in their lives influence the post-secondary education decisions made by 16-21 year old youth in the United States. In addition, selected outcome options were analyzed to determine the effect these options have on post-secondary education decisions made by 16-21 year old youth from the United States. The sample for the study consisted of 3,017 males and females between the ages of 16-21, collected by means of a telephone survey. The dependent variable for this study was the higher education plans of 16-21 year old youth; and the independent variables were age, gender, ethnicity, usual grades made in high school, strength of influence of selected outcome options, and influencers of the decisions made by the respondents. The study found that 16-21 year old youth in the United States have a strong desire to attend post-secondary education full-time rather than part-time. A majority of the respondents indicated that they prefer attending a 4-year college or university with the second choice being a 2-year junior or community college. The respondents indicated that they are influenced strongly by their parents, siblings, and close friends to make decisions; but there does not appear to be a strong influence by this group on the respondents to make decisions about post-secondary education. The outcome options that appear to have the most influence on this age group are: having a job that makes you happy, having a good paying job, earning money for college, having an attractive lifestyle, preparing for a career, having job security, making a positive difference in the community and learning a valuable trade or skill. These factors, however, don’t appear to have a strong influence on this group when making a decision to attend post-secondary education.

The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and disengagement from educational systems can be linked to the history of their relationship with the settler state. Therefore, decolonizing education may be one way to address the education gap. This qualitative study of ten Aboriginal graduates from one of Urban Circle’s post-secondary programs explored graduates’ perceptions of the integration of Aboriginal cultural context and content in their program and the effect of these experiences on program completion. Responses revealed five main themes: 1) the cultural context of Urban Circle restored Aboriginal identity; 2) supportive relationships were important to graduates’ success in the FSW/FASD program; 3) the Life Skills course facilitated personal growth, employment readiness and program success; 4) the cultural context of Urban Circle has influenced graduates’ professional work; and 5) Urban Circle had positive influences on graduates’ personal lives. The findings indicate that the cultural content and context at Urban Circle positively impacted student’s educational experience and contributed to their completion of their program.

The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and disengagement from educational systems can be linked to the history of their relationship with the settler state. Therefore, decolonizing education may be one way to address the education gap. This qualitative study of ten Aboriginal graduates from one of Urban Circle’s post-secondary programs explored graduates’ perceptions of the integration of Aboriginal cultural context and content in their program and the effect of these experiences on program completion. Responses revealed five main themes: 1) the cultural context of Urban Circle restored Aboriginal identity; 2) supportive relationships were important to graduates’ success in the FSW/FASD program; 3) the Life Skills course facilitated personal growth, employment readiness and program success; 4) the cultural context of Urban Circle has influenced graduates’ professional work; and 5) Urban Circle had positive influences on graduates’ personal lives. The findings indicate that the cultural content and context at Urban Circle positively impacted student’s educational experience and contributed to their completion of their program.

Thesis (M.A.)--Villanova University, 2009. / Sociology Dept. Includes bibliographical references.

Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis courses. Several participants attended homework sessions; however, homework submission and homework mastery did not vary as a function of homework session attendance or availability. Homework submission remained high throughout the experiment regardless of attendance at or availability of a homework session. Many participants responded that they were not interested in or did not need homework sessions. Participants who attended homework sessions rated them as neutral or helpful overall, with longer time and different time as the most common suggestions for improvement.

Students with disabilities have to overcome many barriers when attaining post-secondary education. This thesis investigates how programs and policies affect students with disabilities. Using a survey-based research method, the project explores the gap that exists between disability policy and programs at the University of Saskatchewan as perceived students. Discussions with disability service providers also informed the study. A communication disconnect between faculty, service providers, and students was found to be one of the key reasons why the gap between program and policies is increasing as opposed to decreasing. Rather than being reliant on the medical model of disability and integrated approach, which includes more social conceptions of disability, related to delivery of programs should be advocated. Reflection on the current literature related to disability and the findings of this thesis lead to a construction of a model. This model advocates the inclusion of disability studies as an integral part of university curriculum using and interdisciplinary approach. The expanded role of disability studies can have a positive influence on university culture, and improve understandings of disability on university campuses, as well as in the broader social context.

This research project explores the Tri-mentoring Program’s impact on enhancing the student experience, specifically for the new emerging population of racialized and first generation undergraduate students in a Canadian urban university. The study examines how the TMP model attempts to address these students’ unique challenges by creating a holistic student experience, that acknowledges and addresses their lived experiences; encourages them to retain their racial/cultural identities (and values) and external community commitments and beliefs; and facilitates them becoming more empowered and engaged on campus. This research also contributes to the production of knowledge in the area of student engagement. This study introduces and validates the voices and lived experiences of racialized students into the literature, which will be valuable in the future development of new models of student engagement where power is shared and indigenous knowledge and epistemologies are valued- leading to a more engaged and successful student experience.

This research project explores the Tri-mentoring Program’s impact on enhancing the student experience, specifically for the new emerging population of racialized and first generation undergraduate students in a Canadian urban university. The study examines how the TMP model attempts to address these students’ unique challenges by creating a holistic student experience, that acknowledges and addresses their lived experiences; encourages them to retain their racial/cultural identities (and values) and external community commitments and beliefs; and facilitates them becoming more empowered and engaged on campus. This research also contributes to the production of knowledge in the area of student engagement. This study introduces and validates the voices and lived experiences of racialized students into the literature, which will be valuable in the future development of new models of student engagement where power is shared and indigenous knowledge and epistemologies are valued- leading to a more engaged and successful student experience.

Students with disabilities have to overcome many barriers when attaining post-secondary education. This thesis investigates how programs and policies affect students with disabilities. Using a survey-based research method, the project explores the gap that exists between disability policy and programs at the University of Saskatchewan as perceived students. Discussions with disability service providers also informed the study. A communication disconnect between faculty, service providers, and students was found to be one of the key reasons why the gap between program and policies is increasing as opposed to decreasing. Rather than being reliant on the medical model of disability and integrated approach, which includes more social conceptions of disability, related to delivery of programs should be advocated. Reflection on the current literature related to disability and the findings of this thesis lead to a construction of a model. This model advocates the inclusion of disability studies as an integral part of university curriculum using and interdisciplinary approach. The expanded role of disability studies can have a positive influence on university culture, and improve understandings of disability on university campuses, as well as in the broader social context.